教育方法有效吗?两个澳大利亚高等教育促进项目如何支持学生和员工维护负责任的学术诚信文化的反思案例研究

IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH International Journal for Educational Integrity Pub Date : 2022-03-01 DOI:10.1007/s40979-021-00099-1
Anthea Fudge, Tamra Ulpen, Snjezana Bilic, Michelle Picard, Carol Carter
{"title":"教育方法有效吗?两个澳大利亚高等教育促进项目如何支持学生和员工维护负责任的学术诚信文化的反思案例研究","authors":"Anthea Fudge, Tamra Ulpen, Snjezana Bilic, Michelle Picard, Carol Carter","doi":"10.1007/s40979-021-00099-1","DOIUrl":null,"url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Introduction</h3><p>Enabling education programs, otherwise known as Foundation Studies or Preparatory programs, provide pathways for students typically under-represented in higher education. Students in Enabling programs often face distinct challenges in their induction to academic culture which can implicate them in cases of misconduct. This case study addresses a gap in the enabling literature reporting on how a culture of academic integrity can be developed for students and staff in these programs through an educative approach.</p><h3 data-test=\"abstract-sub-heading\">Case description</h3><p>This paper outlines how an educative approach to academic integrity is implemented within the Enabling programs of two Australian universities.</p><h3 data-test=\"abstract-sub-heading\">Discussion and reflection</h3><p>This case study reflects upon an approach which makes specific reference to the key elements of ‘support’, ‘approach’ and ‘responsibility’ as highlighted in Bretag and Mahmud’s seminal paper. The paper reports a reduction in misconduct cases at the two institutions suggesting a positive correlation between the interventions and students’ understanding of ethical academic practice. This study reflects upon practitioner experiences with academic integrity investigations to evaluate the effectiveness of this approach.</p><h3 data-test=\"abstract-sub-heading\">Conclusions</h3><p>The authors show that it is possible to ensure academic integrity practices and values are upheld within a supportive learning environment appropriate to a students’ level of study.</p>","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"650 ","pages":""},"PeriodicalIF":3.8000,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":"{\"title\":\"Does an educative approach work? A reflective case study of how two Australian higher education Enabling programs support students and staff uphold a responsible culture of academic integrity\",\"authors\":\"Anthea Fudge, Tamra Ulpen, Snjezana Bilic, Michelle Picard, Carol Carter\",\"doi\":\"10.1007/s40979-021-00099-1\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3 data-test=\\\"abstract-sub-heading\\\">Introduction</h3><p>Enabling education programs, otherwise known as Foundation Studies or Preparatory programs, provide pathways for students typically under-represented in higher education. Students in Enabling programs often face distinct challenges in their induction to academic culture which can implicate them in cases of misconduct. This case study addresses a gap in the enabling literature reporting on how a culture of academic integrity can be developed for students and staff in these programs through an educative approach.</p><h3 data-test=\\\"abstract-sub-heading\\\">Case description</h3><p>This paper outlines how an educative approach to academic integrity is implemented within the Enabling programs of two Australian universities.</p><h3 data-test=\\\"abstract-sub-heading\\\">Discussion and reflection</h3><p>This case study reflects upon an approach which makes specific reference to the key elements of ‘support’, ‘approach’ and ‘responsibility’ as highlighted in Bretag and Mahmud’s seminal paper. The paper reports a reduction in misconduct cases at the two institutions suggesting a positive correlation between the interventions and students’ understanding of ethical academic practice. This study reflects upon practitioner experiences with academic integrity investigations to evaluate the effectiveness of this approach.</p><h3 data-test=\\\"abstract-sub-heading\\\">Conclusions</h3><p>The authors show that it is possible to ensure academic integrity practices and values are upheld within a supportive learning environment appropriate to a students’ level of study.</p>\",\"PeriodicalId\":44838,\"journal\":{\"name\":\"International Journal for Educational Integrity\",\"volume\":\"650 \",\"pages\":\"\"},\"PeriodicalIF\":3.8000,\"publicationDate\":\"2022-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal for Educational Integrity\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s40979-021-00099-1\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal for Educational Integrity","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s40979-021-00099-1","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 6

摘要

介绍性教育课程,也被称为基础学习或预备课程,为在高等教育中代表性不足的学生提供了途径。参与Enabling项目的学生在适应学术文化的过程中往往面临着独特的挑战,这可能会使他们在不当行为的情况下受到牵连。本案例研究解决了文献报道中关于如何通过教育方法为这些项目中的学生和员工培养学术诚信文化的空白。案例描述本文概述了如何在两所澳大利亚大学的授权项目中实施学术诚信的教育方法。讨论和反思本案例研究反映了一种方法,该方法具体参考了Bretag和Mahmud开创性论文中强调的“支持”,“方法”和“责任”的关键要素。这篇论文报告了两所学校不当行为案例的减少,这表明干预与学生对道德学术实践的理解之间存在正相关关系。本研究反映了学术诚信调查的从业经验,以评估这种方法的有效性。作者表明,在一个适合学生学习水平的支持性学习环境中,确保学术诚信实践和价值观得到维护是可能的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Does an educative approach work? A reflective case study of how two Australian higher education Enabling programs support students and staff uphold a responsible culture of academic integrity

Introduction

Enabling education programs, otherwise known as Foundation Studies or Preparatory programs, provide pathways for students typically under-represented in higher education. Students in Enabling programs often face distinct challenges in their induction to academic culture which can implicate them in cases of misconduct. This case study addresses a gap in the enabling literature reporting on how a culture of academic integrity can be developed for students and staff in these programs through an educative approach.

Case description

This paper outlines how an educative approach to academic integrity is implemented within the Enabling programs of two Australian universities.

Discussion and reflection

This case study reflects upon an approach which makes specific reference to the key elements of ‘support’, ‘approach’ and ‘responsibility’ as highlighted in Bretag and Mahmud’s seminal paper. The paper reports a reduction in misconduct cases at the two institutions suggesting a positive correlation between the interventions and students’ understanding of ethical academic practice. This study reflects upon practitioner experiences with academic integrity investigations to evaluate the effectiveness of this approach.

Conclusions

The authors show that it is possible to ensure academic integrity practices and values are upheld within a supportive learning environment appropriate to a students’ level of study.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
International Journal for Educational Integrity
International Journal for Educational Integrity EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
26.10%
发文量
25
审稿时长
22 weeks
期刊最新文献
Clues to fostering a program culture of academic integrity: findings from a multidimensional regression model Expressions of gratitude in education: an analysis of the #ThankYourTeacher campaign Critical thinking, assessment, and educational policy in Palestinian universities Can you spot the bot? Identifying AI-generated writing in college essays Knowledge, attitudes, and perceived Ethics regarding the use of ChatGPT among generation Z university students
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1